The Effectiveness of Meaning-Oriented Training on Sense of Meaning and School Belonging in Students with Symptoms of Procrastination
| Author | Keyumars Keyvan | en |
| Author | Fatemeh Sadat Marashian | en |
| Author | Zahra Dasht Bozorgi | en |
| Orcid | Keyumars Keyvan [0009-0009-4874-0378] | en |
| Orcid | Fatemeh Sadat Marashian [0000-0002-7174-9698] | en |
| Orcid | Zahra Dasht Bozorgi [0000-0003-1972-989X] | en |
| Issued Date | 2025-06-30 | en |
| Abstract | Background: Adolescence is a critical period during which establishing a sense of purpose and belonging is essential for well-being. However, many students struggle with procrastination and low school engagement, negatively impacting their academic performance and mental health. Objectives: The present study aimed to examine the impact of meaning-oriented training on the sense of meaning and school belonging in students with procrastination tendencies. Methods: A quasi-experimental control group design was utilized to evaluate the efficacy of meaning-oriented training on students aged 16 - 18 years (grades 10 - 12) in Dezful, Iran, who exhibited procrastination tendencies in 2023. Thirty students, selected via convenience sampling, were allocated to either an experimental group or a control group (n = 15 each). The control group participated in standard classroom activities without any specific intervention. Both groups completed pre- and post-intervention assessments using the Meaning of Education and Sense of School Belonging questionnaires. The experimental group participated in a 10-session meaning-oriented training program, with each session lasting 90 minutes over 10 weeks. Repeated measures analysis of variance (ANOVA) was employed using SPSS version 26 for data analysis. Results: A quasi-experimental control group design was utilized to evaluate the efficacy of meaning-oriented training on students aged 16 - 18 years (grades 10 - 12) in Dezful, Iran, who exhibited procrastination tendencies in 2023. Thirty students, selected via convenience sampling, were allocated to either an experimental group or a control group (n = 15 each). The control group participated in standard classroom activities without any specific intervention. Both groups completed pre- and post-intervention assessments using the Meaning of Education and Sense of School Belonging questionnaires. The experimental group participated in a 10-session meaning-oriented training program, with each session lasting 90 minutes over 10 weeks. Repeated measures ANOVA was employed using SPSS version 26 for data analysis. Conclusions: Meaning-oriented training effectively enhances the sense of meaning and school belonging in students prone to procrastination. Integrating such approaches into educational settings could significantly promote well-being and academic success by bolstering mental health resilience and improving engagement, which are directly linked to positive academic performance outcomes. | en |
| DOI | https://doi.org/10.5812/ermsj-160658 | en |
| Keyword | Meaning-Oriented Training | en |
| Keyword | Procrastination | en |
| Keyword | School Belonging | en |
| Keyword | Students | en |
| Publisher | Brieflands | en |
| Title | The Effectiveness of Meaning-Oriented Training on Sense of Meaning and School Belonging in Students with Symptoms of Procrastination | en |
| Type | Research Article | en |
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